A Leader's Guide to Mathematics Curriculum Topic Study

A Leader's Guide to Mathematics Curriculum Topic Study

By: Susan E. Mundry (author), Page D. Keeley (author), Cheryl Rose Tobey (author), Catherine E. Carroll (author)Mixed Media

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The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research on how children learn mathematics to classroom practice. Keyed to the core book "Mathematics Curriculum Topic Study", this resource helps mathematics professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. By bringing CTS into schools and other professional development settings, mathematics leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.

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About Author

Consulting Description Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation-funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K-12: Teachers Integrating Engineering into Science K-12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor's Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership, of which she is a fellow. Keeley is the author of eighteen books and numerous journal articles and book chapters. She is also a co-author for McGraw-Hill's elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine Governor's Fellow in 1994. As a nationally known professional developer and speaker, she received the National Staff Development Council's (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association's Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015. Prior to teaching, Keeley was a research assistant in immunogenetics at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008, Keeley was elected the sixty-third president of the National Science Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide. Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd's Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs. As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the "Change Game," (Making Change for School Improvement) a simulation game that enhances leaders' ability to lead change efforts in schools and districts. Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach's Guide to Improving Learning for All Students (2008). Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development. Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co-principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co-principal investigator and project director for MMSA's NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.


Preface Acknowledgments About the Authors 1. Introduction the the Leader's Guide 2. Introduction to CTS for Leaders 3. Considerations for Designing and Leading CTS 4. Tools, Resources, and Designs for Leading Introductory Sessions on CTS 5. Leading Full Topic Studies 6. Using CTS in a Content, Curricular, Instructional, or Assessment Context 7. Embedding CTS Within Professional Development Strategies References Index

Product Details

  • publication date: 26/07/2012
  • ISBN13: 9781412992602
  • Format: Mixed Media
  • Number Of Pages: 280
  • ID: 9781412992602
  • weight: 794
  • ISBN10: 1412992605

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